A Knock on the Door

Belatedly posting “old” “news” … 

February 11, 2021

On a frigid dark evening in February, there’s a knock on the door I use during winter. “Come in,” I shout out. But the knocking continues as my little dog Pinto keeps barking. Then I remember. I need to unlock the door. It’s my daughter bearing a gift – a key to the house she’s just bought so we can live together as a family in what we all hope will be a safer and friendlier neighborhood.

An old saying comes to mind afterwards, “opportunity only knocks once.” Still, I wonder if moving is the wisest decision even though there are many things I can no longer do by myself, like heavy lifting.

Sunrise – February 5, 2021

I’ve lived in my little old house for almost 10 years – since October 17, 2011. It’s been a haven of sorts that I retired to, finally alone, after a long and difficult journey. Being here has given me a chance to begin the process of life reflection during a stage of life Erik Erikson characterized as “integrity vs, despair.”

I am grateful for the many opportunities life has brought my way. Sometimes I did open the door when they knocked, and sometimes not. In retrospect, I am grateful overall for the choices I made. Often, the choices to open a door brought daunting challenges, but those were the ones that presented the most interesting chances to grow and to learn.

February 22, 2021

A small part of what I learned has been posted on this blog which celebrated its 7th anniversary on February 11, 2021. I actually began blogging with a partner in 2013, but that partnership ended when I wrote a draft article she wouldn’t approve for “our” blog. After the third rewrite of the draft, “In Honor of Caregivers,” I decided to create a space a lot like my little house, where I could decide how to create and cultivate my own gardens both in reality and metaphorically.

It’s interesting to look back at my old blog posts and see how much I have both changed and become more of myself in the process. It’s also fascinating to see which posts have been viewed most over the years.

Every year, the post that has continued to be viewed most often (now more than 2,600 times) is one I wrote in March of 2015, “When You Think of Health What Comes to Mind?

Carol A. Hand – Community-University Partnership – 2007

This morning as I greeted a bright but frigid morning, I found myself thinking of one of my many culture-bridging experiences. I was wondering why it is so difficult for us to listen to each other and find our common ground.

Maybe it was one specific job interview years ago that made this so apparent to me. In my younger years, I would often get calls begging me to take on a new project – Indian education, child welfare, or addiction prevention to name a few. I remember reluctantly agreeing to consider working on a federally-funded project to prevent chemical dependency in selected tribes. There was only one other Native American person on the research team, and he wanted to interview me to make sure I was “Indian enough.” He asked me about the research I was planning to conduct on Indian child welfare. When I explained that I was interested in learning how Ojibwe people defined effective and ineffective parenting and the systems and interventions they would recommend to address situations they saw as ineffective, my interviewer became impatient and agitated. …

The second most viewed post (more than 1,800 times) is “Context Matters When Teaching Diversity.”

Photo Credit: Diversity Tree

One of my dear blogging friends, Nicki Attfield [who deleted her blog a while ago], asked a thought-provoking question in a recent post – “Can men be feminist?” Her discussion reminded me of a similar question I was asked years ago, and my experiences teaching courses in diversity at two very different universities.

More than two decades ago, I was asked to be part of a panel discussion at a university conference for social work students, practitioners, and educators. The question I was asked to address forced me to think critically about my past experiences and observations. “Can non-Native practitioners be effective with Native American clients?” At that point in my thinking, it was tempting to take the easy route and simply list the reasons why the answer was “No.” But the need to be honest and respectful made me go deeper. Ultimately the answer was really quite simple. Ethnicity and overcoming adversity in one’s life doesn’t necessarily make one more empathetic or a skilled deep listener. What matters most is someone with a kind heart who is willing to do the work to understand the world through another’s eyes. To listen deeply, to see not only the struggles but also the strengths, and to help clients see their strengths, connect to supportive resources, and develop necessary confidence and skills to be able to discover their own answers. To help clients discover they have worth and their own answer to the question – What is the best you can imagine for yourself in the future? …

The third post in line at more than 1,700 views is “The Fool’s Prayer” posted January 3, 2014 (and reblogged on January 13, 2020).

Jester Logo by Lesley-Lycanthropy, on Deviant ART

… Presentation day was one of nervous anticipation for me. I was excited to share what I thought was an important message with my classmates. But my anxiety grew as I sat through the recitation of nursery rhymes and “Twinkle-twinkle little star.” “Oops,” I thought, “Maybe I made a mistake, but it’s too late now.” When my turn came, I walked to the front of the class and began. I don’t remember how my peers reacted as I recited the poem, probably with exaggerated drama, nor could I see my teacher’s expression. She was seated at her desk behind me. All I remember is from that day forward, my teacher treated me as if I were a leper. The first time I talked to a classmate seated next to me after my performance, the teacher singled me out in front of the class. “You may not need to listen to what I’m talking about, but the rest of the class does. From now on when we are discussing reading, your job is to stand by the side blackboard and draw.” …

The fourth most viewed (at more than 1,500) is “Circle the Wagons – The Natives Are Restless.”

 

Frontier Wagon Circle

Years ago, I went to a national conference on Indian Child Welfare issues. It is typical for me to feel lost in large urban areas and packed hotels. I easily lose my sense of direction in cities and winding hallways. As I was hurrying to make it on time for a workshop I wanted to attend, I took a wrong turn and ended up in a workshop on Fetal Alcohol Syndrome-Fetal Alcohol Effects (FAS/FAE). This wasn’t the one I planned to attend. Because the speaker was just beginning, I didn’t want to appear rude by leaving, so I took a seat in the audience of 50 plus mostly Native American women. As the Euro-American speaker began, she let the audience know that her expertise in this area began when she adopted a child who was born with FAS. At first, she felt overwhelmed, until she remembered her grandmother’s saying, “When times are tough, put your wagons in a circle.” The audience let out a collective gasp, yet the speaker seemed completely unaware of the meaning of the audience’s response. She went on to describe her challenges. Accustomed to ignorance and insensitivity, nonetheless respectful and polite, the audience remained seated and silent during the workshop. They exited quickly at the end, without a word to the presenter. What would be the point of making someone feel bad? …

The one post that had the most views (almost 7,000), though, was written at a crucial moment in time by a friend and guest author, Miriam Schacht (RoteZora), “Open Letter to White People at Standing Rock.” I am sorry to say I lost touch with Miriam shortly after the former U.S. President took office and extinguished hope for a reasonable resolution of the controversy over the proposed Dakota Access Pipeline. Hope has recently been revived according the EARTHJUSTICE, although there is still a lot of uncertainty about the final outcome of this situation and additional challenges as other tribes join the fight against proposed pipelines that would carry the same tar sands oil threatening communities that depend on rivers, lakes, wetlands, and the Great Lakes for safe drinking water along the way.

Open Letter to White People at Standing Rock by Miriam Schacht

I wrote this note while staying at the Two Spirit Nation camp within the Oceti Sakowin camp at Standing Rock about a week ago. I originally drove out there to help someone else out, but without the intention of staying, because I take seriously the critiques that suggest that white activists have been taking over the protests. However, I stayed much longer than I intended because it turned out that there was important work to do as a white accomplice–work that addressed precisely the issue of white activists at these camps and these actions. Part of the necessary work of white accomplices is to lessen the burden on people of color. At camp that meant I was asked by Two Spirit folks to give white visitors “allyship 101” or “Two Spirit 101” lectures; this letter is my attempt to keep that work up, and keep taking on some of the burden, even when I’m not at the camp anymore. As requested, I’ve sent hard copies to the folks at camp (there’s barely any internet access there), but I’m also re-posting it here.

Read this, please, with an open heart. If you start feeling defensive, take a moment to reflect on why that is before returning to reading. …

***

Like the decisions I made about blogging, first to give it a try despite the snobbish disparaging view of blogging in academia, and second to create my own blog when my attempt at partnership didn’t work, I have made a choice to leave the little house where I have lived since I arrived in Duluth, Minnesota, and willingly face a new adventure. After almost a year of COVID, I realize life is too short to live in isolation relying almost exclusively on virtual interactions. I don’t want to miss any more chances to be present in the lives of those I love.

No doubt I will miss my gardens more than some of my neighbors, although others were a gift – Chris, Maddy, Dawn, Shirley, Patty, Judy, Bill, Phil, and Linda and her little dog, Cheeto. They shared their stories and their love of beauty, learning, gardens, dogs, humor, and life. I need to be patient, though. I can’t move until the semester ends in mid-May. There are more lectures to plan, papers to grade, and students to support, so much I need to sort through, give away, or pack, and too much I need to do to get the house and yard ready.

I am so grateful for the years in this little house and for the original blog partner who inspired me to continue blogging on my own. Both opportunities opened up a time and place for deep soul-searching and healing. And I am deeply grateful for the blogging friends who have been part of the journey over the years. Thank you all.

Disunited States – Reflection on the Morning After

Where does one begin to unpack the factors that contributed to yesterday’s attempted overthrow of the nation’s governing structure? What comes to mind is the profound effect the circumstances of our birth have on how we learn to see and understand the world. Our “positionality.” The time and place of birth matter greatly. Our status in the nations or societies or cultures which we inherit from our parents and ancestors affect the rest of our lives, often in ways we may never see or understand.

Sometimes, those of us born into the liminal space between differing ancestries and cultures learn at an early age how to see the world from differing vantage points. We directly witness the consequences that racism and classism had on our parents and grandparents. At an early age, we begin to question the values and governing structures created by a ruling class that not only allowed an attempted coup to materialize on January 6, 2021, but were also the actual architects that purposefully imposed oppressive structures and policies designed to preserve the power of the Anglo- and European-American capitalist elite.

It’s easy to assign blame for yesterday’s events on “thugs,” “neo-Nazis,” “White-nationalists,” or “domestic terrorists.” It’s easy to blame demented Donald Trump who, himself, is merely a product of a materially privileged, morally bereft, and emotionally abusive childhood. And it’s easy to blame the racism that runs rampant through the nation’s criminal (in)justice systems. Yet through the lenses of those on the margins, none of these simplistic explanations and reactions come anywhere close to explaining or addressing the root causes of yesterday’s events.

What do we expect from the soul of a nation built on genocide, enslavement, and unearned entitlement based on gender, the claim of property “ownership,” and ancestry? Why should it be surprising when the legitimacy of the governing structure of such a nation is challenged by those who inherited their positions on the margins and view themselves as victims of its unfair system?

In a very real sense, all of us have been socialized to accept and internalize our congenital place in a given society. Every aspect of the social values and institutions we encounter is affected by our positionality – our birth, where we live, how our parents parent us, the quality of nutrition, care, and education we receive. We are constantly reminded about our place in the social order. Myths of meritocracy encourage a largely unattainable false hope that we can achieve increased social status if we work hard enough. We are rarely, if ever, encouraged to question the legitimacy of the values or institutions that constrain our life possibilities, though.

The work and resources of people on the margins are essential for the continuing existence and comfort of the parasitic elite. The issue of how to control the vastly more sizeable percentage of the population that is marginalized has been accomplished through a capillary network of discriminatory practices in every aspect of people’s lives by their ability to pay. Education is a crucial dimension in the socialization process. Those who are lowest in the social structure are the least likely to receive an education that prepares them to think critically and aspire to professional careers (other than sports) or leadership positions. 

When confronted by events like the one we all just witnessed, I am grateful for a framework that can be used to think critically about the differing ways cultures have conceptualized conflict and operationalized their values in the social structures and institutions that evolved over millennia. A simple question illustrates how profound differing views can be. Does a society seek to help heal individuals and damaged social relations or does it seek revenge by punishing individual offenders? Rupert Ross’s work offers a fascinating contrast to consider.

Contrast between Ojibway/Cree and Euro-Canadian Cultures

Adapted from the work of Rupert Ross (1992). Dancing with a ghost: Exploring Indian reality. Markham, Ontario, Canada: Octopus Publishing Group.

The most important of Ross’ (1992, pp. 165-184) observations from my perspective is that way he characterized cultural differences in fundamental beliefs about human beings. In his role as an Assistant Crown Attorney in Ontario, Canada, he had an opportunity to work with Ojibway and Cree tribal communities and described their belief that children were born in a state of “original sanctity.” In contrast, as a Euro-Canadian, he argues that the cultural view held by most non-Native Canadians is a belief that people are born “in a state of original sin.” He goes on to point out how these differing views resulted in distinctive ways of dealing with conflict that were linked to very specific goals. Simply stated, one culture focused on isolating and punishing deviant individuals and the other cultures were interested in healing individuals and their relationships with others.

The United States is once again at risk of repeating mistakes its made in terms of how the nation responds to conflict. The quick avenging call to action is being sounded to punish the “bad” people. I feel a sense of responsibility today to type these words even though they are unlikely to be read by the people who are in greatest need of wise counsel.

We CANNOT resolve conflict by assigning one-sided blame. How many of us have reached out to try to understand those who have differing values and political views? I am not suggesting it’s easy, believe me. I have participated in activities to find common ground on polarizing issues with people whose views were diametrically opposed to mine. Sometimes the best we could do was to civilly agree to disagree. The positive outcome, though was that no one was harmed and nothing was destroyed in the process.

I have no desire to assign blame to anyone. Perhaps it’s the researcher in me. I just want to understand what we need to do differently as a society to help all people feel they are valued members with a vested interest in our collective, peaceful survival on a world we all need to take care of. I want to do what I can now to help us make that transition.

*

*

May we take time to reflect and choose the wiser path to peace and healing.

Reflections about “The Great Hurt”

November 16, 2020

each alone yet with others on the stage
masked, dressed in black, seated
in a darkened auditorium
in appropriately physically distanced chairs
the present-day requirements for COVID-19

scripts in hand – readers of others’ stories –
ready to share the painful journey of our ancestors
through times of death and suffering
to help ourselves and others
better understand the forces that molded us
centuries before we were born

through the legacy of suffering passed on in our DNA,
the inferior social status, powerlessness, and social institutions
forced on our ancestors by newcomers
who saw us as savages and heathens
because they knew nothing about our ways

it’s a heavy burden we’ve carried for a lifetime
but we’re learning that our ancestors’ legacy
provides a road map of tenacious resiliency
that can help us face the sometimes overwhelming grief
over what was lost as we strengthen our connections
with each other and the earth to heal the past
and breathe life into new possibilities

I chose to be present to learn and share
despite the frailty of my aging frame
bones cold and aching in the chilly auditorium
stiffly walking to the podium with my heart glowing
resolved to share words of suffering and healing
from the depths of my spirit for the sake of all my relations
of the past, present and future…



Acknowledgements

On November 14, 2020, The College of St. Scholastica’s (CSS) Department of Social Work presented “The Great Hurt: A Readers Theatre” produced by renowned Ojibwe artist and historian Carl Gawboy. I was privileged to be among the nine readers who shared historical accounts of the American Indian boarding schools in the United States.

Although there were only three CSS personnel in the audience and a reduced cast of readers because of the accelerating spread of COVID in our state and county, the performance still had a profound effect on those who were present. This poem is my way of thanking Carl Gawboy and the two coordinators of the event, Michelle Robertson and Cynthia Donner (both Assistant Professors at CSS), for their continuing commitment to raise awareness about the legacy of historical trauma that has touched the lives of Indigenous survivors of genocidal policies for centuries in an effort to promote healing of the soul-deep wounds survivors still carry.

*

 

The Power of Humor

I just couldn’t resist sharing a bit of humor in the face of the present tragic times. Normally, I abhor ad hominem attacks. Sometimes, though, there doesn’t seem to be any other way to confront overwhelming destructive power…

“The Liar Tweets Tonight” by Roy Zimmerman and the ReZisters

Overcoming Adversity – Part One

Carol A. Hand

Memories of my mother fill my heart this morning
with a confusing cacophony of feelings –
gratitude for the time I had to be with her,
sorrow for the loss, both hers and mine,
and hope that she finally found peace

The day of her birth is rapidly approaching
On March 1, she would have celebrated her 99th birthday
but she was 89 when she died in the early morning on 10/10/2010
a blessed release from a progressive debilitating illness –
Alzheimer’s

I was her legal guardian for the last 14 years of her life
and witnessed a number of things that will stay with me –
the need to protect her from the cruelty of Ojibwe people
who took advantage of her when she could no longer resist
despite the Midewiwin Code – honor elders, wisdom, and life
balanced by the kindness of others who cared for her
along with non-Native strangers who learned to love her

When she could no longer remember who she was,
I wrote down my memories as best I could
interspersed with photos I found in her belongings
to help her recall the old days and remember
how much light she brought into the lives of others

I decided to share the account I wrote about her life in 2006 on this blog now in short chapters

perhaps because the health center she helped create as a legacy
for the Ojibwe tribal community where she was born and raised
is being threatened for momentary financial and political gain
by those who know little of history and don’t seem to understand
the importance of protecting community health and tribal sovereignty for the sake of future generations

or perhaps I’m sharing it just because she has been in my heart
as I find myself missing the place I still think of as home these days
surrounded by old friends who know what historical trauma means
and still dedicate their work and lives
to helping others and speaking truth to power

…but probably it’s a bit of both

*

Note: The formatting of the original document has been lost in the process of converting it to post on WordPress, and old photos copied many times from various documents are somewhat blurry. Unfortunately, the originals were damaged in a flood years ago. If you click on the photos, though, they enlarge and are a little easier to see.

***

Norma Angeline Ackley Graveen Coombs

Born March 1, 1921

Written and Complied by

Carol A. Hand

November 2006

© 2006

Table of Contents

Preface – ii
Dedication Poem – iii
Norma’s Parents – 1
Norma as a Little Girl – 4
Public School Days – 10
Off to Nursing School and the “Big City” – 16
A New Life Far from Home – 21
A Growing Family – 24
In Search of Safety – 26
Family Reunited – 29
A New Career – Keystone Nursing Home – 33
Another Venture – Log Cabin Tavern – 41
Indian Health Service – Southwest Connections – 44
Life in “Chicken Scratch” – 48
Coming Home: Leadership, Retirement, and Loss – 49
Appendices

Preface

This compilation of photographs and stories has been scanned and assembled with love for my family. Included are photos found in albums, boxes, and donated by relatives, with commentary sometimes written on the backs of pictures. I know of no other way to pass on the stories I have heard about my mother. Unfortunately, the stories are sketchy and incomplete. As my mother enters the later stages of Alzheimer’s Disease, there is no way I can look to her to fill in the blanks, and many of the elders who could help have already passed on – not uncommon given the shorter life expectancy for Native Americans.

In many ways, my mother’s life has been unexceptional – she has not gained great fame. Yet, in other ways her journey and accomplishments have been extraordinary. There is a saying that applies, although I have long forgotten the source. “It is not what a person achieves that counts, but how far she has had to travel.”

I leave this partial account of my mother’s journey for those who have not heard the stories. May you know that there is hope in the most discouraging circumstances, nobility in the humblest among us, and the possibility to touch lives and leave lasting contributions that make the world a kinder place.

Dedication Poem

A SONG FOR MY PEOPLE*

whose eyes I wear in my soul
in joyous praise for gnarled hands
precious children      laughter in the soup of pain
Everyone of us beautifull

the strong, the fearful, the weary, the angry
the traditional, the assimilated, the ones on both sides
of the bloody borders
playing Bingo, dancing in Pow Wows

How beautifull we are      How complete
just as we are
Grief & confusion wail through our hills
Above it I sing a song for my people

How we are beautifull

*Chrystos (1991), Dream On

Part One

My mother’s life has been “a song for her people.” As a daughter and niece, as a wife and mother, a nurse and administrator she has walked in two worlds. She has balanced the messages that she was both exceptional and inferior because she was Ojibwe, in a very real sense placing her in the liminal space between cultures. Between worlds, her best friend was a dog, Suzie, whose death she grieved deeply. Dear mother, may you find love, true friendship, and community…

Norma’s Parents

Agnes Sero, Norma’s mother, and Agnes’ two sisters, Margaret and Sarah, spent at least part of their adolescence in a lumber camp where their father, Edward Sero, worked. Agnes’ mother was Angeline Shandreau. Sarah died at an early age. She was a special aunt to Norma, and in Norma’s eyes, she was the loveliest of the sisters. Norma told me many times that the sisters became prostitutes at an early age. Given where they were raised and how lovely they were, perhaps this is true, and if true, perhaps the only way they could exercise some control over their exploitation.

From left to right Sarah, Margaret, and Agnes

When Agnes gave birth to her first child, Norma, she was 17 years old. These photos suggest she was a playful young woman despite her childhood.

Norma’s father, Raymond Ackley, lived in the Sokaogon or Mole Lake Ojibwe community. He is a direct linear descendant of Chief Ki-chi-waw-be-sha-shi (Great Martin), Chief Mee-gee-see (Great Eagle), and William Ackley, one of the first white settlers in the area. William Ackley played an important role negotiating with the U.S. government on behalf of the Sokaogon Ojibwe community.

Norma as a little girl

Ray and Agnes did not stay together after Norma’s birth. At two weeks old, Norma was given to Agnes’ older sister, Anna Graveen, although Ray wanted to raise his young daughter. Anna kept Norma away from her father, creating a distance that would prevent the development of connections for future generations. There are no pictures of Anna in Norma’s papers, only letters that Anna wrote to Norma when Norma was attending nursing school in Chicago, but that is a later story.

For her first five years, Norma was raised by Anna while Anna held a seasonal job for a resort for wealthy tourists. Yet, as the commentaries on the backs of the photographs suggest, Agnes remained a part of her daughter’s life, protecting her daughter, or perhaps from Norma’s perspective, preventing her from being adopted out of her community and culture.

In the early 1900s, it was common practice for local tourist resorts to promote the novelty of Indians as a marketing strategy. Norma has saved two of the postcards from this era that show her as a little girl.

There are a few pictures of Norma as a little girl with friends and family.

 

There are two stories Norma shared about her early years. When she was very young, she was rounded up by BIA officials with “100 other children.” They were taken to the federal boarding school in Lac du Flambeau and housed in a large room and then, they all had their tonsils removed in an assembly-line procedure. Norma remembered becoming very ill after the operation: her throat was so sore and she was so sick that she knew she would die. One of her aunts (name unknown) came to visit her, saw how sick she was, and brought “Indian medicine” (alum) to heal her. As soon as Norma took the medicine, she got well.

When Norma was about seven or eight, Anna became very ill and Norma was scooped up by the BIA. Instead of sending her to the BIA boarding school in Lac du Flambeau, she was put on a train, alone, to travel to the Catholic Indian boarding school in Bayfield, Wisconsin. It was a frightening 100- plus-mile trip for a young child. She told me only two stories about that time. She was a good student and in the eyes of the nuns, “not like the other Indians.” And she remembered scrubbing the halls and stairs on her hands and knees with a toothbrush. Only once did I hear her comment that she did not forgive the Catholic church for how she was treated.

Perhaps this photo was taken before she left, or when she was on a vacation from school.

There are few other photos from Norma’s earliest years. These were taken when she was 9 and 10.

A result of Norma’s boarding school experience was her acceptance of the Catholic religion, an important foundation for her earlier years.

***

Work Cited:

Chrystos (1991). Dream on. Vancouver, BC, Canada:  Press Gang Publishers. p. 70.

January & February Reflections – 2020

Carol A. Hand

(January 24, 2020)
Discovering notes scribbled in my eclectic cursive
on note pads used to take notes for class assignments
some with no dates to suggest when they were written
For some reason I decided to save them
when I tore out other pages for recycling

Today, I’ll type them while I watch it snow
on top of icy sidewalks
left by last night’s freezing rain

The following is from one of my darker days …

(No Date)
I know without a doubt
my life on earth is running out
a liberating thought
that sparks a memory of what you taught
live as if this is the only time you have –
love, laugh, see and share the beauty
and call out injustice
because it matters
for those you leave behind

(No Date)
Notes on the side of the page –
“clean water for healthy communities WWF (n.d.)

Perhaps it inspired the following disconnected thoughts …

Ah dear child
did you choose to be born in a time & place
where your odds of survival
were low & the likelihood of
hardship high?

Did you choose to be born
in affluence?

These thoughts must have contributed to what followed…

Listening to the strident call of a blue jay
& chitter of chickadees in the distance
as I greet another grey dreary day
in the muted morning light
I find myself wondering.

What right do I have
to moments of peace & joy
when so many others are suffering?
It makes me question
if we really have a choice
about when and where we’re born

Did children choose
to be born in a time & place
where the odds of survival
were low & the likelihood of suffering extreme?

Did others risk heart & soul
to be born with blinding privilege
imprisoned in a gated community
relying on servants with practical skills
to provide all of life’s necessities?

(No Date)
I don’t’s have any answers for others
but I suspect that I did have a choice
and chose to be born where & when I was
into a liminal space in between
cultures, religions, and changing social statuses,
on the cusp of two astrological signs
(Pisces & Aquarius)
curious to understand the world
through others’ eyes
to open my heart and my mind
and share both the suffering & beauty I found

(No date)
Sometimes the windego spirit
that travels the world gains ground
capturing good souls near it
hopefully a momentary weakness found
I watch with growing sadness and concern
as some trusted friends succumb
and uncharacteristically begin to turn
becoming angry and unkind…

(February 1, 2020)
Watching the exchange between a squirrel and crow yesterday morning…
The squirrel was sitting on a willow branch munching away at something.
Suddenly a crow spied the squirrel and landed on the branch not too far away.
The crow leaned toward the squirrel, chattering loudly.
The squirrel just kept eating.
After a minute or two the crow hopped over the squirrel and landed on the other side of the branch to continue its scolding chatter.
The squirrel never even looked up.
She just kept eating.
The crow finally grew bored and flew away, and the squirrel scampered away and climbed up to the top of the tree.

Long ago, my daughter taught me that keeping one’s focus on wonder and joy can transform the world around us in profound and unexpected ways.
It’s a lesson I am trying to apply as I arise each morning to grade student papers, prepare class lectures, and shovel snow.

(February 17, 2020)
As I greet the morning,
Looking at the blanket of new-fallen snow,
I find myself wondering.
How many children have a safe place to go
in the world today?
I remember my safe place as a child
It wasn’t my home where violence could erupt
unprovoked at any moment
It wasn’t out playing with neighborhood kids
They were rough and cruel bullies
It was nature that provided solace
and a sense of safety
As a parent who struggled to work and care
I realize I don’t know if my daughter
had safe places as a child anywhere
It’s a question I plan to ask her
when she returns from her trip to Mexico
This morning I don’t need to wonder
if any place is safe now for children
as those in power do nothing to protect the earth
from corporate plunder and destruction
No child is safe from the folly and scourge of wars and ecocide,
not even those in gated communities
I doubt those in power or those who compete to lead
ever ponder the most important responsibility they carry –
Figuring out how to inspire those whom they aim to govern
to work together to create truly safe places for all children

Despite my best efforts to ensure a safe place for my grandchildren

Blowing bubbles with my grandson

Comforting my granddaughter

their safety and that of future generations
is inextricably connected to the health of the earth
and all of our relations

*

Dealing with Change – Revisited

Carol A. Hand

Although classes officially began this past weekend, we had to cancel our first face-to-face meetings because of weather. Thursday, the day before my first class was scheduled to meet, dawned with a bright sun highlighting the deep piles of snow from the last storms, with nary a cloud in the sky. Weather radar showed the storms far to the south, giving us all false hope we would be spared from the two-day storm that was predicted. Friday morning radar showed the storm beginning its rapid approach. We decided to err on the side of safety for the sake of students and faculty who travel for classes, some from long distances.

The storm that was predicted came just as the first class, research, was scheduled to begin. By Saturday afternoon, it brought fierce winds and a foot of fast falling snow, sometimes creating whiteout conditions.  We were grateful we made the decision to cancel classes although it meant more work.  It’s already challenging to plan classes that cover so much information when we only meet eight times face-to-face every other week. Alternate weeks are online.

Although so many colleges and universities are pushing online courses, it has been our experience that just doesn’t work for some courses. Interaction and dialogical exchanges enable students to discuss differing views about complex issues in a safe and thoughtful manner. It’s a powerful way to expose students to differing possibilities. Although this approach has proven to be effective, WordPress spell checker doesn’t even recognize the word “dialogic” and few studies have been done to test its effectiveness.

I also always learn something new when I teach. The following poem and discussion was inspired by past students from diverse backgrounds who were enrolled in the Saturday class I co-teach with a friend. That first class in mezzo and macro social work practice was also cancelled.

An important foundation for everything I teach focuses on initial assignments designed to help students learn more about the world and themselves. They are asked to critically examine taken-for granted socialization and how it has influenced what they see and believe about the world.

As my last post makes clear, I have thought a great deal about the historical trauma Native American, First Nations, and Indigenous Peoples have experienced. Over the years, though, I have also learned something about the effects of displacement for those who have immigrated elsewhere for a variety of reasons. Many were forced to brave that momentous transformative prospect by larger social forces over which they had no control.

We use the metaphor of trees to help students explore roots, changing social and natural environmental factors throughout history, and possibilities to draw on roots and history for reweaving  community connections. (Links to old posts that describe aspects of the class are posted at the end for anyone who is interested in learning more.)

It has always been challenging to help students understand why knowing their roots is important when their ancestors may have come from so many different countries and cultures. A couple years ago, I remembered my fascination with the banyan trees I saw in Hawaii. They were not like anything I had ever seen before and they inspired me to think about immigration, adaptation, and assimilation in new ways.

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Dealing With Change

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Banyan Tree, Lahaina, Hawaii – Photo by Melikamp – Own work, CC BY-SA 3.0, 15 November 2009 (Wikipedia)

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Greeting the morning contemplating Lahaina’s Banyan Tree
removed from its homeland, an involuntary out-of-place refugee
planted on an island far away commemorating colonial supremacy

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Banyan Tree Plaque, Lahaina, Hawaii – Photo by Nvvchar, 19 October 2014 (Wikipedia)

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Once I stood beneath its massive protective canopy
unaware of its suffering and symbolic history
grateful for its beauty and the cooling shade it accorded me

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Banyan Tree – Lahaina, Maui, Hawaii – 1998

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Now I ponder colonial displacement from different frames
considering both the grievous irredeemable losses and potential gains

 

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What does it mean to stand alone in a land that’s not one’s own?
removed from the environment one’s species has always called home?
unable to return to be among protective kindred, thus resigned?
to serve, without a choice, the frivolous hubris of mankind?

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In changing times Lahaina’s Banyan Tree symbolizes resilience and adaptability
surviving storms and droughts in a foreign land for more than a century
touching hearts throughout the years, inspiring kindness and creativity
giving others who are also displaced a sense of home, community
beneath an ever-expanding crown of a now deep-rooted beloved tree

 

Note:

This poem was inspired by a class I am revising for the upcoming semester. I have been thinking about ecosystems, communities of living organisms nested within specific environments forming an interactive network with the elements (earth, air, and waters) available in their surroundings. The myriad of living interactive systems around the globe have had to adapt to ever-changing conditions throughout history. Some plant and animal species have become extinct in this ongoing process.

Often, these changes are viewed and portrayed primarily by what has been lost, perhaps forever. Much as I sometimes romantically imagine that we can return to earlier ways, I know we can’t go back. The world has changed. But there are things that we can learn from our ancestors and from the trees that help sustain the health of the world.

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Banyan Tree – Lahaina, Maui, Hawaii – 1998

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I remember the Banyan tree that so amazed me when I visited Maui and Oahu with my daughter in 1998. The plaque pictured above tells a little bit about the tree’s history and symbolism. It was planted in 1873 to commemorate the 50th anniversary of the first Protestant mission in Lahaina. What I found most heartening in the brief historical accounts I read is the growing awareness among people about the need to take better care of the Banyan.

Note the changes visible in the photos from 1998 and 2009. The tile pavers have been removed, allowing the earth to breathe, although more work may be needed to assure adequate moisture and nourishment.

”The tree has been subject to severe stress due to drought conditions, soil compaction from foot and vehicle traffic in the park, and also due to developmental activities in the vicinity. As a result, restrictions have been imposed … Its sustenance has been ensured by the Lahaina Restoration Foundation by installing an irrigation system in the park” (Wikipedia).

I don’t believe we can turn back time, but we can learn how to welcome and care for those who are displaced like the Banyan by forces outside of their control. This is one of the key lessons I hope to pass on to my students next semester.

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Links to Older Posts that Describe Aspects of the Mezzo/Macro Practice Class:

“More or Better?” – Revised and Updated (January 15, 2017)
Exploring Our Roots (January 21, 2018)
Connections and Synchronicity? (March 7, 2018)

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This week, memories of the banyan trees and warm, sunny days in Hawaii were a welcome respite from the reality of mid-January in Minnesota, USA.

Thank you all for inspiring me to remember and share what flows through my thoughts and heart.

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January 20, 2020

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Sending gratitude and warm wishes to all from the cold and snowy northcountry.  💜

Go FISH!

Carol A. Hand

This is the third installment of old posts.  Revisiting the post about my third grade experiences made me realize how funny memories can be. It’s as if certain events stand out, disconnected from the chronological order of what went before and after. In the process of revisiting them, connections may sometimes appear.

The connection of The Fool’s Prayer to this week’s older post is clear. In some ways, I consciously chose to be somewhat of a jester when I presented serious information about the legacy of historical trauma carried by First Nations/Native American/Indigenous Peoples. After deciding to repost this account, I wondered about the chronology of last week’s post. Did I convince my mother to come talk to my third grade class about her Ojibwe heritage before or after we shared our our poetry selections? I’m not sure if I will ever know for sure which came first or whether it would have made any difference.

I definitely inherited the legacy of historical trauma, though, from my mother and both of her parents. The shame my mother carried because of her heritage saddened me deeply. It made me want to prove that we were just as smart and gifted as others, more for her sake than for mine. Despite my many self-doubts, my mother’s shame continued to inspire me to keep trying to overcome obstacles, to make her proud. I’m not sure if she ever really knew what I did in my career, but she did tell me at one point that I was “the one bright star” in her life. That’s a heavy responsibility to carry and I’m not sure I did it very well…

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My Mother Sending me off to College after Spring Break – 1966

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Years ago, I was asked to be a keynote speaker for a conference sponsored by the Bureau of Indian Affairs (BIA). The audience would be BIA and tribal social services staff from the U.S., primarily from the Great Lakes and Western states. The speaker’s fee they offered me was offensively large in relation to the $30,000 annual budget my tribe (the Sokaogon Chippewa Community) received to address the needs of children and families living on the reservation, or in the case of child welfare, throughout the state and country. The truth is I don’t like speaking in public, so I typically look for diplomatic reasons to decline invitations. In this case, I listed some conditions that I hoped would be reasons for the BIA to withdraw the offer. First, I told the BIA administrator that I would be willing to speak if they paid my travel expenses and per diem for meals and lodging. Second, I asked them to create a special contract to award the speaker fees to my tribe to fund flexible services for children and families. To my surprise, the BIA administrator agreed, so I signed the contract.

As the date of the conference neared, I was given additional directions about what I would need to speak about. The newest fad in federal bureaucracies was the management video – FISH – that emerged from the extraordinarily successful approaches used by the Seattle fish market. Staff at the market were encouraged by management to entertain and connect with their customers — the video link I watched showed staff throwing fish to each other over the heads of the customers or singing about the unique virtues of different kinds of fish. It was a very funny video and on some levels emphasized the fact that work should be fun and one’s clients or customers should be the focus of a worker’s attention in public and private service industries.

fishing lakesidelodge dot co dot za

Photo Credit: lakesidelodge.co.za

Yet as I reflected on how to interweave the message of “FISH” into a presentation for tribal staff, the prospect became daunting.

1. Play,
2. Make their day,
3. Be there, and
4. Choose your attitude.

I was extremely uncomfortable with the audacity of telling staff whose client loads were over 100 that the way to survive overwhelming responsibilities with inadequate resources, bureaucratic inertia, and racism from surrounding communities was really up to them. All it would take to improve their jobs was their willingness to change their attitudes. Needless to say, I decided I had to not only explain the FISH model, but also critique it from a Native American perspective. And really, I was volunteering my time. The only constraints I felt were to provide useful information to the audience and not embarrass my tribe.

The day of the training, I put on my funny fish-print jumper. At least my appearance would entertain the audience of more than 100 people. Presenters were introduced by the director of the sponsoring Regional BIA Office in a unique themed way — she threw cloth fish our way for us to catch before we were introduced. (Yes, amazingly, I caught mine.)

The opening remarks were delayed by technical difficulties. But then, I was next up. I decided to use old technology – transparencies – so there was no need to wait for computers and video projectors. I began my presentation, “Of Fish and Families,” by diplomatically discussing the FISH Principles. But I couldn’t ignore the need to explain that the implied goal of the FISH model was to increase corporate profits by maintaining the existing customer base, attracting new customers, selling more products, and decreasing staff turnover. (I could see the Regional BIA Office Director seated in the front row begin to frown, but I kept going.)

I explained that it would be nice if tribal social services could increase funding in this way, but that isn’t how tribal social services work – really this only works for for-profit prisons. The goals of tribal governments are profoundly different: preserving sovereignty; protecting people, land and resources; maintaining social order; and preserving culture. Tribal services “customers” are not buying a special treat or even a necessity.  They are neglected or abused children, struggling families and individuals, and foster or adoptive families. The job of tribal staff is to help clients obtain the services and supports they need to heal and become self-sufficient, and healing the community ultimately means working yourself out of a job. (An even deeper frown)

So how do the FISH principles fit with the attributes of successful human service programs? Based on a national study of programs that demonstrated success in improving people’s lives, there are some things that may be helpful for tribes to consider. Some of these principles reflect what we can learn from FISH, highlighted in blue on the list, but some are unique to non-profit services.

Successful human service programs:

  1. Are comprehensive, flexible, responsive, and persevering;
  2. See children in the context of their families;
  3. Deal with families as parts of neighborhoods and communities;
  4. Have a long-term, preventive orientation, a clear mission, and continue to evolve over time;
  5. Are well managed by competent individuals with clearly identifiable skills;
  6. Are staffed by people who are trained and supported to provide high-quality, responsive services; and
  7. Operate in settings that encourage practitioners to build strong relationships based on mutual trust and respect.” (Lisbeth B. Schorr, 1998. Common purpose: Strengthening families and neighborhoods to rebuild America, pp. 5-10)

How do these attributes and principles fit within the context of tribal sovereignty? (An even deeper frown and arms are crossed)

The problem with policies and programs developed to serve general populations is that they are too often decontextualized and ahistorical. They fail to incorporate a recognition that power, history and culture matter. The external forces tribes deal with make innovation challenging: unequal power relationships between tribes and federal policy makers and funders; the imposition of Euro-American values and ideologies; Federal laws that limit tribal sovereignty (e.g., Public Law 280 and the Adoption and Safe Families Act); Euro-American institutions, organizational structures, and practice approaches; and legacies of colonial oppression. The reality we all face is more than responding to urgent contemporary issues. Many of the challenges tribal people experience now have roots in historical legacies of unresolved trauma.

As a speaker, I always look for ways to involve the audience. In this case, I had decided to experiment by using something I had observed in a workshop conducted with service providers and community members on an Ojibwe reservation. I asked for volunteers to help me illustrate how unresolved grief and loss are passed on from generation to generation. The audience came alive and many hands were raised. I only needed five, so I tried to pick people of different ages in different places around the large room. (The Regional BIA Office Director used this opportunity to get up and walk to the back of the room, where she remained standing for the rest of the session, arms crossed, with an openly angry expression by now.)

We “sculpted” the weight of oppression for each succeeding generation, as illustrated in the following figure. For each historical era, the audience was asked to shout out the historical events that occurred for their tribe. The volunteers lined up, all facing the same side wall, each representing one historical era.

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five generations

Contact Era: massive death mostly due to disease, displacement, land loss, massacres, missionary efforts to “civilize” Native Americans

Conflict/Domination Era: massive death due to disease, warfare deaths, removal of children to boarding schools, displacement, land loss, customs outlawed

Assimilation Era: land loss, tribes placed on reservations, U.S. Congress assumed plenary power over tribes, removal of children to boarding schools, more customs outlawed

Integration Era: Corporate form imposed on tribal governments, children forced to attend off-reservation public schools, termination of some tribes, relocation of families from reservations to urban areas, states granted jurisdictional powers over civil issues (e.g., child welfare)

Self-Determination/Self-Governance Era: limited sovereignty returned for tribal administration, justice systems, health and social services, child welfare

(The Five Generations Exercise, Recovery Foundation, 1999, High Risk Kids Workshop Manual, p. 27.)

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For the first era, the time of early contact (1500s-1770s), many spoke of massive death, massacres, and land loss. When it was time to move on, the representative of the first era leaned forward and placed her hands on the shoulders of the next generation, symbolizing the weight of unresolved grief from so many losses that would be carried on the shoulders of the next generation. Again, the audience called out the events for tribes during the era of conflict and colonial domination.

As each era was covered, the generational representative would lean on the shoulders of the next in line. By the time we reached the present day representative, he was struggling to stand with the weight of the past on his shoulders. Then, it was time for a change. The present day representative was asked to turn around and face the history. The weight was still there, resting on his shoulders, but our physical bodies are better able to deal with the weight if we are facing it, and so are our emotions.

By acknowledging our history, we can bear it. We can understand how the legacy of loss and unresolved grief has affected our families and communities and begin the process of healing. Thank raises a crucial question.

What can we do knowing that our work to help people and communities heal will still remain challenging?

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trail of tears

Photo Credit: Trail of Tears, California State University Long Beach

I suspected that my next topic would be the final straw for the Regional BIA Office Director. I shared the story of the starfish. The topic was FISH after all, and we needed to lighten the mood. The starfish story reminds people that whatever they do to improve things does make a difference, no matter how insignificant it may seem.

I ended by tying it all back to simple ways to apply the messages of FISH in our work.

“Our jobs may sometimes seem impossible or futile given the number of children and families who need help and the seriousness and complexity of the challenges families face. However, we can remember the story of the starfish. We can choose to do what is in our power – we can be there with people even if we don’t have all of the resources we would like to offer them. When we see others doing what they can, we can offer encouragement, like the young man in the story of the starfish. We can join them, and help organize others to help. We can choose our attitude and remember that it is no small accomplishment to improve the quality of the day with simple kindness.”

The audience was gracious and applauded loudly. Most waited to talk with me afterwards, and many wanted to know more about the sculpting exercise – tribal elders, leaders, service staff, and BIA administrators were all eager to share it with others. They told me the presentation touched them deeply because they had an opportunity to glimpse larger historical forces that continue to make their lives and jobs so challenging.

It’s no surprise that the Regional BIA Office Director was not among those who were excited. I was never asked to speak again at a BIA conference. Yet in the end, I am glad I made the decision to accept the engagement. My tribe did have a little extra funding to provide services, I had a chance to see a Rocky Mountain city during forest fire season, and I had an opportunity to meet many inspiring people. Oh, and it was the only chance I had to wear my funny fish-print jumper. My daughter has inherited it, and now she will have a story to go with it.

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